VOLLEYBALL
LESSON OUTCOMES:
Demonstrate basic forearm pass skill.
Control and pass volleyball while stationary and moving.
Work cooperatively in small groups.
EQUIPMENT
• 1 volleyball
for every 2
students
• 4 hoops
• 6 or more
cones
ACTIVITY
(Time)
HEALTHRELATED
PHYSICAL
ACTIVITY:
Circle Walk
(10 Minutes)
4-5th GRADE
LESSON 1
BEFORE CLASS SET UP:
Volleyballs spread out around
activity area in hoops or various
containers.
LESSON CONTENT
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•
•
•
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•
Students form groups of 6 and form circles lying on their backs with their feet
facing middle of circle, bottoms of their feet almost touching. After all students are
in position, they turn over into down position for push-ups.
Groups should look like a wheel with bodies as spokes.
On your signal, students rise up into up position of push-up, and begin "walking"
with hands and feet toward their right. Continue for 15-30 seconds, depending on
class ability.
On your second signal, students stop and put 1 knee to floor to rest (15-20
seconds).
Repeat signals for starting and stopping. Groups can move in either direction.
Continue for about 3 minutes.
ROLE OF ASSISTANT
•
•
•
Group students and help with
organization.
Congratulate excellence and
effort.
Give feedback on push-up form
and level of participation.
VOLLEYBALL
ACTIVITY # 1
Forearm Pass
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ACTIVITY #2
•
Keep ‘em
Movin’
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ACTIVITY #3
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•
Forearm Pass –
Shuffle Off
4-5th GRADE
LESSON 1
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•
Forearm Pass: Sit in chair, Arms straight, Interlock hands, Contact, Follow
through (have students stand up as they follow through).
Have all students shadow practice each cue as you say it. Skill becomes more
fluid as you call out cues more rapidly.
Students find partners, 1 volleyball per pair, and stand facing each other 5-10 feet
apart.
On your signal, partners use forearm pass to keep volleyball in continuous
motion.
Challenge: How many good passes can be completed in 30 seconds? Partners
compare with other pairs. Can scores be better?
Students pair up, 1 volleyball per pair, and stand 10 feet apart.
1 student (P1) tosses volleyball at least 10 feet in air to partner (P2), who returns
it with a forearm pass.
After first successful attempt, P1 tosses volleyball 10 feet high to left or right of
P2. This will require P2 to use a shuffle step or slide to move into proper position
to contact volleyball. P2 forearm passes volleyball to P1.
P1 tosses 5 volleyballs, and then partners exchange tasks.
Challenge: P1 and P2 forearm pass back and forth, even though passes may be
off-target. This is what is desired.
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•
•
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Assist teacher with class
management and cooperation.
Demonstrate as needed.
Help with organization and
equipment.
Move among pairs offering
feedback as to form, movement,
and volleyball management.
Help with tosses being correct
height.
Demonstrate toss as needed.
Provide feedback with forearm
passing skill and with body
position.
Move to students having problems
and give 1 on 1 attention, as
possible.
↔ Variation: P1 makes a good toss (high and to 1 side), and if P2 misses P1 gets a
point. If P1 makes a good toss and P2 passes back successfully then P2 gets a
point. Any other situations result in no point. All bad tosses are repeated with no
points. How many points can be scored in 5 tosses? Switch roles.
ACTIVITY # 4
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Passing Lane
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Join 2 pairs together to form groups of 4, 1 volleyball per group. Have one student
from group put away extra ball.
Set up 2 lines facing each other with 2 students in each line. The first student in
first line has volleyball and is 5-10 feet in front of first student in second line.
Student with volleyball tosses it to first student in second line, who passes
volleyball to second student in first line, and so on, back and forth.
After students make contact with volleyball, they run to end of their line.
•
•
•
•
Assist students putting away extra
balls from previous activity.
Assist students with
understanding the activity.
Assure compliance to rules of the
game if goal number is used.
Move among groups to maintain
VOLLEYBALL
4-5th GRADE
LESSON 1
on-task behaviors.
Challenge: Count number of consecutive passes in 30 seconds.
Challenge: Have a goal number to “hit” for consecutive passes. If this goal is met,
these groups get to play freely while rest of class is involved in cool down.
↔ Variation: Passer passes to self, and then passes the volleyball to the student in
line. Each time, the passer contacts the volleyball twice before sending it to the
next student in line.
COOL DOWN/
CLOSURE:
•
L1
L1
NASPE
NATL
Review Skill/Activity
TEKS
TEKS
STD
P.E.
Introduction
Introduction
1, 2, 3, 4, 5, 6
•
Assist with equipment return
1, 2 4.1 AEFGK 4.2 ABD 4.3 AE 4.4 BH 4.5 A 4.6 AB 4.7 ABCD
1, 2 5.1 BCFKL 5.2 ABC 5.3 A
5.4 C
5.5 AD 5.6 AB 5.7 ABC
VOLLEYBALL
LESSON OUTCOMES:
Demonstrate skill in body position and technique for overhead
pass.
Move in reaction to a served or passed volleyball on the court.
Contact the volleyball with accuracy.
EQUIPMENT
• 1 volleyball
for every 3
students
• Volleyball/
badminton
nets
• Cones
• 10 pinnies
ACTIVITY
(Time)
HEALTHRELATED
PHYSICAL
ACTIVITY #1:
Setting Sit-Ups
(10 Minutes)
4-5th GRADE
LESSON 2
BEFORE CLASS SET UP:
HRPA: Set up 2 20 X 20
connected squares.
1 10 X 10 square nearby with 10
volleyballs inside.
LESSON CONTENT
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•
•
•
Students form pairs, 1 volleyball per pair.
1 student lies on his or her back, knees slightly bent. This student is the setter.
Setter's partner, the tosser, stands 10 feet away and tosses volleyball while setter
does a sit-up, catches volleyball, and tosses it back to tosser.
Partners change places after 10 tosses.
↔ Variation: Instead of catching volleyball, setter sets volleyball back to tosser.
ROLE OF ASSISTANT
•
•
Assist students with
understanding and organization.
Maintain on-task behavior by
moving among pairs.
VOLLEYBALL
HEALTHRELATED
PHYSICAL
ACTIVITY #2:
Two-Side Tag
ACTIVITY #1
4-5th GRADE
LESSON 2
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Overhead Pass
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ACTIVITY #2
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Hit ‘N Run
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Divide class into 2 groups, 1 group per field.
Assign 4 “its” per field. “Its” wear pinnies and are at mid-field.
Other students are in scatter formation around their fields.
On your signal, “its” tag students.
When tagged, a student goes over to area with volleyballs and performs 5
overhead passes to self, or other skills as designated by you. After completing,
student sets down volleyball, and moves to other square and joins that game.
Change “its” every 2 minutes
Overhead Pass: Body position and knees, Hands and arms, Follow through.
Have students shadow skill after you demonstrate.
Have all students shadow practice each cue as you say it, working through cycle.
Skill becomes more fluid as you call out cues more rapidly.
Students form groups of 6, 1 volleyball per group. Each group forms 2 lines of 3,
which are facing each other.
Lines are 5-6 feet apart.
First student in 1 line has volleyball and tosses to first student in other line.
As soon as student releases toss, he or she runs to end of other line.
When student receives toss/pass, he or she immediately overhead passes
volleyball to next student in other line and runs to end of other line.
Pattern repeats. Action should be continuous and vigorous.
Challenge: How many good passes in a row can each group make?
↔ Variation: If students are having trouble with movement pattern, have them go to
end of their own line after contact or have them just catch the ball or perform a
bump set.
↔ Variation: If students gain mastery of tossing volleyball and moving, allow them to
use either forearm pass or overhead pass to move volleyball.
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•
•
•
•
Set up 2 connected, square
playing fields and 1 square area
for volleyballs.
Equipment needed: 10 cones, 10
pinnies, and 10 volleyballs.
Assign “its” and give them pinnies.
Explain activity to those having
trouble with understanding.
Move around whole area to make
sure students are following the
rules and playing appropriately.
Assist teacher with student
compliance.
Help with equipment and
organization.
Assist those with understanding
and/or movement pattern issues.
VOLLEYBALL
ACTIVITY #3
•
Net Zone 3 vs.
3
(11 minutes)
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•
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COOL DOWN/
CLOSURE:
•
L2
L2
NASPE
NATL
4-5th GRADE
LESSON 2
STD
Students form groups of 6 per court, 1 volleyball per group, and establish a “net
zone” using cones.
Object of game: to score points using forearm pass.
Depending on skill level, volleyball may be put into play with underhand serve or
toss from back of "net zone area."
Point scored if volleyball is out of bounds, volleyball is misplayed, lands in court
untouched or lands in “net zone.”
All hits must be upward with an arc, or point is lost.
Play 5 minutes, and then move high point teams to next court up and lower
scorers to next court down.
P.E.
Introduction
Introduction
1, 2, 3, 4, 5, 6
1, 2 4.1 AEFGK 4.2 ABD 4.3 AE
1, 2 5.1 BCFKL 5.2 ABC 5.3 A
•
•
Review Skill/Activity
TEKS
TEKS
•
4.4 BH
5.4 C
Help with court set-up and
implementation of game.
Court set-up: 2 rectangles with
area in middle designated “net
zone.”
Assist teams with rules and game
play.
Move among groups to provide
feedback and help.
Assist with equipment return
4.5 A 4.6 AB 4.7 ABCD
5.5 AD 5.6 AB 5.7 ABC
VOLLEYBALL
LESSON OUTCOMES:
Demonstrate proper body position and technique with
underhand and overhand serves.
Exhibit correct body position and movement in response to
serves, tosses, and passes.
EQUIPMENT
• 1 volleyball
for every 2
students
• Volleyball/
Badminton
nets
ACTIVITY
(Time)
HEALTHRELATED
PHYSICAL
ACTIVITY:
Two-Side Tag
BEFORE CLASS SET UP:
Set up nets.
LESSON CONTENT
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•
•
•
•
(10 Minutes)
ACTIVITY #1
Underhand and
Overhand
Serve
4-5th GRADE
LESSON 3
•
ROLE OF ASSISTANT
Help with equipment
Divide class into 2 groups, 1 group per field.
Assign 4 “its” per field. “Its” wear pinnies and are at mid-field.
Other students are in scatter formation around their fields.
On your signal, “its” tag students.
When tagged, a student goes over to area with volleyballs and performs 5
overhead passes to self, or other skills as designated by you. After completing,
student sets down volleyball, and moves to other square and joins that game.
Change “its” every 2 minutes.
Underhand Serve: Body position, Arm swing, Hand position, Follow through
Overhand Serve: Arm/Elbow, Hand, Toss, Step, Contact, Follow through.
All students shadow both serves in personal space.
•
Assist teacher with maintaining
on-task behaviors.
VOLLEYBALL
ACTIVITY #2
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Shower
Volleyball
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•
•
Help get students organized and
on task.
Assist with misunderstanding of
rules or scoring.
Adjust teams if problems occur.
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•
•
Divide class into as many groups as there are nets, then divide into 2 teams per
net (e.g., 4 nets = 8 teams). Each team needs 3 volleyballs; each court will have
6 volleyballs.
Object of game: For a team to serve volleyballs over a net without opposition
catching serves before they hit the ground.
Begin game with students serving all 6 volleyballs simultaneously. You will signal
serve. All serves must be started behind end line.
If a serve clears the net, opposing team catches it, runs behind their end line, and
immediately serves it back over the net.
Points scored: Good serve-no catch – Serving team gets a point.
Points scored: Bad serve – receiving team gets a point.
When teams are proficient with 3 volleyballs, add more.
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Review Skill/Activity
•
Assist with equipment return
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•
COOL DOWN/
CLOSURE:
L3
L3
NASPE
NATL
4-5th GRADE
LESSON 3
TEKS
TEKS
STD
P.E.
Introduction
Introduction
1, 2, 3, 4, 5, 6
1, 2 4.1 AEFGK 4.2 ABD
1, 2 5.1 BCFKL 5.2 ABC
4.3 AE 4.4 BH 4.5 A
5.3 A 5.4 C
5.5 AD
•
4.6 AB 4.7 ABCD
5.6 AB 5.7 ABC
VOLLEYBALL
EQUIPMENT
• 1 volleyball
for every 2
students
• Volleyball/
Badminton
nets
LESSON OUTCOMES:
Combine skills of forearm passing and overhead passing.
React to served volleyball with proper body movement.
Work cooperatively with teachers, staff, and peers to improve
skills.
ACTIVITY
(Time)
HEALTHRELATED
PHYSICAL
ACTIVITY:
Volleyball-Pass
Tag
(10 Minutes)
TRANSITION
4-5th GRADE
LESSON 4
BEFORE CLASS SET UP:
Have courts ready for play.
Set up “net zone” for large
classes.
LESSON CONTENT
•
•
•
•
•
•
Students form pairs, 1 volleyball per pair, and stand 10 feet apart.
Pairs spread out all over activity area.
On your signal, pairs begin to forearm pass, trying to keep motion continuous.
On your next signal, students with volleyballs become “it” and chase partner.
If tagged, a student does 5 push-ups and pair resumes passing volleyball.
On your next signal, student with volleyball becomes “it.” And so on.
•
Put 2 pairs together for lead up game. Since only 1 volleyball is required, 1
student from 1 pair returns extra volleyball.
ROLE OF ASSISTANT
•
•
Help students form pairs.
Distribute equipment.
Remain vigilant about safety since
students will be moving and
running freely around area.
VOLLEYBALL
4-5th GRADE
LESSON 4
ACTIVITY #1
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Score
Volleyball
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ACTIVITY #2
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Serve and Pass
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Students form teams of 4 with 1 volleyball per team and 3 teams per net. Use
“net zone” if classes are too large.
Object of game: To score more points by contacting volleyball 3 times on a side,
and to move to top court.
Game and each succeeding point begin with a serve. Team scoring most points
in a rally wins the serve. If both teams have equal points, team that didn’t lose
rally serves.
A team is allowed 3 hits per side; 1 player cannot make consecutive hits.
There is no point scored for hitting volleyball less than 3 times per side.
1 point is scored each time a team contacts volleyball 3 times on their side of net,
and on third hit, volleyball goes over net inside lines.
Play for 3 minutes, and then move high point teams up 1 one position on net (or
to next net), and lower scoring teams down 1 position on net (or to next net).
Make sure that teams on “net zone” courts get a chance to play on nets.
•
•
•
Help with set up of area, if
needed.
Help with “net zone” area, if
needed.
Assist those groups having
difficulty understanding the game.
Help with timing games, if needed.
Students will combine skills of serve and forearm pass. This is the beginning of
the 3 hit progression.
Demonstrate serve and forearm pass for students. If there are students capable
of demonstration, use them.
Students demonstrate serve and forearm pass.
•
Be available to keep students ontask.
Students form pairs, 1 volleyball per pair, with 1 partner on each side of net. If
class is large, use “net zone” marked by cones.
Pairs start 10 feet apart and student with volleyball serves it to partner who
forearm passes it in air to self. If this is successful, both take a step back. If 1
student is successful, he or she takes a step back. Any mis-hits, and that student
returns to starting position.
•
Assist teacher with grouping and
organization.
Split area with teacher and move
among student offering feedback.
ACTIVITY #3
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Serve ‘em Up
•
TRANSITION
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Have students combine partnerships into groups of 6.
ACTIVITY #4
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Students form teams of 6, 1 volleyball per team, and 2 teams per court. Use “net
zone” courts, if necessary.
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Help students with groupings and
forming teams.
VOLLEYBALL
Pass and Run
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COOL DOWN/
CLOSURE:
•
L4
L4
NASPE
NATL
4-5th GRADE
LESSON 4
STD
Object of game: to be first team to get all of its players to cross under net to the
other side.
Game begins with a serve over net.
Teams will use forearm pass and/or overhead pass to pass volleyball to a
teammate or over net. A team is allowed 3 hits per side. If all 3 students hit good
passes, and volleyball goes over net successfully, then all 3 run under net to
tosser’s side of net. Anyone who passes volleyball successfully runs under net to
opposite side and remains.
Team that wins rally serves next.
Each time a team switches sides, that team scores a point. Once a point is
scored, all team members go to same side. Team that wins a point serves.
•
Review Skill/Activity
•
TEKS
TEKS
P.E.
Introduction
Introduction
1, 2, 3, 4, 5, 6
1, 2 4.1 AEFGK 4.2 ABD 4.3 AE 4.4 BH 4.5
1, 2 5.1 BCFKL 5.2 ABC 5.3 A
5.4 C
5.5
A
AD
•
•
Explain rules and activity as
needed.
Take half of the nets and
supervise them.
Congratulate good effort and
cooperation.
Assist with equipment return
4.6 AB 4.7 ABCD
5.6 AB 5.7 ABC
VOLLEYBALL
LESSON OUTCOMES:
Demonstrate ability to move toward a contacted volleyball.
Apply previous skill knowledge to activities.
Contact volleyball with accuracy.
EQUIPMENT
• 1 volleyball
for every 2
students
• 1 jump rope
for every 2
students
• Volleyball/
Badminton
nets
ACTIVITY
(Time)
HEALTHRELATED
PHYSICAL
ACTIVITY:
Jump Rope
(10 Minutes)
BEFORE CLASS SET UP:
Get nets ready for class.
Have cones for “net zone” area
available.
LESSON CONTENT
•
•
•
•
•
•
Have pairs remain together, or have them find new partners. To begin activity, 1
student has volleyball and partner has rope.
On your signal, students with ropes jump in comfortable style for them while
students with volleyballs forearm pass.
On your next signal, students with ropes jump backward while students with
volleyballs overhead pass.
On your next signal, pairs change roles.
On your next signal, students begin again.
Repeat this process for 2 or 3 rounds.
↔ Variation: Students passing stay as still as possible while students jumping rope
jump around passing students. This will cause students with volleyballs to
concentrate on passing. Students jumping rope have the responsibility of staying
far enough away from passers to maintain safety.
TRANSITION
4-5th GRADE
LESSON 5
•
Group 2 pairs together to make a group of 4, 2 volleyballs per group.
ROLE OF ASSISTANT
•
•
•
Help student with determining
roles and skills needed.
Move among students providing
feedback and demonstrations as
needed.
Help those who get confused.
VOLLEYBALL
ACTIVITY #1
Rapid Fire
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ACTIVITY #2
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Overhead Set
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ACTIVITY #3
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Monkey in the
Middle
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•
TRANSITION
4-5th GRADE
LESSON 5
•
2 players from each group are on each side of net.
Tosser tosses volleyball to passer on other side of net, who passes volleyball to
setter
Setter catches volleyball and bounces it under the net (in the middle of net if using
net zones) to catcher, who is positioned close to tosser.
Catcher has 1 volleyball in reserve and gives it to tosser as soon as he or she
tosses first volleyball to passer.
Catcher must retrieve volleyballs hit errantly as quickly as possible.
As soon as passer contacts volleyball, tosser releases another volleyball.
Action should be continuous.
After 5 contacts by passer, catcher and tosser switch and setter and passer
switch.
After 5 more contacts, change sides of net and responsibilities.
•
To prepare for a hit or spike, volleyball must be placed in a position where contact
can be made. This is done by means of a set.
Demonstrate a proper set at net for a hit or spike, and have students perform skill
in following drill.
•
Keep students attentive by moving
among them.
Students form groups of 3, 1 volleyball per group, and position themselves such
that there is 15 feet between 2 outside students and student in middle (see
diagram).
Student in middle tries to intercept volleyball as 2 end students’ forearm and
overhead pass volleyball back and forth. Middle student may only approach
student who is hitting the volleyball.
Signal change of middle student every 20 seconds. If middle student gets
volleyball, he or she gets a point.
•
Move from group to group offering
suggestions for improvement.
Congratulate those who “get” the
volleyball away from the outside
students.
Have groups of 3 form groups of 6, 1 volleyball per group. Have 1 student return
unnecessary equipment and have others set up “net zone” areas as needed.
•
•
•
Make sure all students are
engaged, and active.
Help those having difficulty with
organization and running of game.
Give feedback about cooperation,
hustle, and good effort.
VOLLEYBALL
ACTIVITY #4
•
Thunder
Bumper
•
•
•
•
•
•
•
COOL DOWN/
CLOSURE:
NASPE
NATL
4-5th GRADE
LESSON 5
•
Groups position themselves with 5 students on 1 side of area and 1 student on
the other. If courts are used, there will need to be 1 court for each group. Can
use “net zone” set up for this.
Set up: server on 1 side of court, 4 passers in back of other side of court, and 1
setter in front middle of court (same side as passers).
Server serves volleyball to 1 of 4 passers.
Passer passes volleyball to setter.
Setter sets volleyball to imaginary hitter.
Passer retrieves volleyball and moves to server position. Setter moves to passer
position, and server moves to passer position.
Servers need to vary spot of serve. If skills are lower, have server use a toss to
get volleyball over net.
If students are not active enough, rotate them within court area. Students could
rotate every fifth serve. This is so that students who shy from the volleyball must
contact it.
Introduction 4.1 AEFGK 4.2 ABD 4.3 AE 4.4 BH
Introduction 5.1 BCFKL 5.2 ABC 5.3 A
5.4 C
STD
1, 2, 3, 4, 5, 6
P.E.
•
•
Review Skill/Activity
L5 TEKS
L5 TEKS
•
4.5 A
5.5 AD
Help with set-up of “net zone” as
needed.
Assist groups with understanding
of game, and spirit of game.
Encourage cooperation and
hustle.
Assist with equipment return
4.6 AB 4.7 ABCD
5.6 AB 5.7 ABC
VOLLEYBALL
LESSON OUTCOMES:
Combine previously learned skills of serving, passing, and
setting to play modified volleyball games.
Work cooperatively with other students.
EQUIPMENT
• 1 volleyball
for every 2
students
• Volleyball/
Badminton
courts
• Cones or
markers
ACTIVITY
(Time)
HEALTHRELATED
PHYSICAL
ACTIVITY:
4-5th GRADE
LESSON 6
BEFORE CLASS SET UP:
Set up nets and courts.
Set up “net zone” areas, if
possible.
LESSON CONTENT
ROLE OF ASSISTANT
•
•
•
•
•
Students form pairs, 1 volleyball per pair, and stand 10 feet apart.
Pairs spread out all over activity area.
On your signal, pairs begin to forearm pass, trying to keep motion continuous.
On your next signal, students with volleyballs become “it” and chase partner.
If tagged, a student does 5 push-ups and pair resumes passing volleyball.
On your next signal, student with volleyball becomes “it.” And so on.
Help with equipment
ACTIVITY #1
•
Forearm Pass
and Overhead
Pass (set)
•
Students form groups of 3, 1 volleyball per group, and position themselves in a
triangle formation.
Tosser/Catcher has volleyball and tosses it to passer, who passes it to setter who
sets volleyball to tosser/catcher who catches it.
Rotate positions after setter sets 5 volleyballs.
Assist with set up.
Express gratitude to the students
who show a cooperative spirit
among their group.
Model skills as needed.
Volleyball-Pass
Tag
(10 Minutes)
•
•
•
VOLLEYBALL
ACTIVITY #2
•
3 vs. 3
Net Zone
•
•
•
•
•
COOL DOWN/
CLOSURE:
•
L6
L6
NASPE
NATL
4-5th GRADE
LESSON 6
STD
Students form groups of 6, 3 on each side of court, 1 volleyball per group. Have
one student per group put away extra ball. Use “net zone” set-up for those
without court.
Use 8 cones or markers for “net zone” set-up.
Object of game: to score points using a forearm pass or overhead set.
Put volleyball into play with a forearm pass from mid court.
A point is scored if volleyball lands in an opponent’s area without being touched,
volleyball is misplayed, volleyball is hit out of bounds, or if volleyball is too low
over “net zone.”
Both teams rotate after each point.
Challenge: Keep score for 1 minute. At end of time, team with higher score
moves down to next court.
•
•
Review Skill/Activity
•
TEKS
TEKS
P.E.
Introduction
Introduction
1, 2, 3, 4, 5, 6
1, 2 4.1 AEFGK 4.2 ABD 4.3 AE 4.4 BH 4.5
1, 2 5.1 BCFKL 5.2 ABC 5.3 A
5.4 C
5.5
A
AD
•
Help students with organization.
Move among groups offering
positive feedback, as needed.
Assist with timing, team
movement and communication, as
needed.
Assist with equipment return
4.6 AB 4.7 ABCD
5.6 AB 5.7 ABC
VOLLEYBALL
4-5th GRADE
LESSON 7
LESSON OUTCOMES:
Demonstrate basic skill of hitting (spike).
Use previously acquired skills to participate in modified
volleyball game.
Work cooperatively with staff and students.
EQUIPMENT
• 1 volleyball
for every 3
students
ACTIVITY
(Time)
BEFORE CLASS SET UP:
Have volleyballs available.
LESSON CONTENT
HEALTHRELATED
PHYSICAL
ACTIVITY:
•
•
Cops and
Robbers
(10 minutes)
•
•
•
•
Students can keep partners from previous activity.
1 student stands behind the other, completely stretches arms out in front, places
hands on other student’s shoulders, then drops arms.
Object of game: for front partner (robber) to escape from other partner (cop) while
staying within boundaries.
If robber is more than arm's length away when whistle blows, then cop does 5
jumping jacks.
If robber is within reach at whistle, he or she does 5 jumping jacks.
Switch roles after each round. As students learn the game, allow them to run to
get away.
↔ Variation: Students walk around activity area.
↔ Variation: Call out an exercise and number of repetitions, all students stop,
perform exercise, and then resume walking.
− Call out another exercise and number of repetitions, students stop and
do both exercises, in order. After 2 to 3 exercises students begin to jog.
− Continue until 5 or more exercises are added.
− Exercises can be volleyball related: calf-stretch, hamstring stretch, highskip, groin stretch, stride lunges, triceps stretch, push-ups, squats, ski
jumps, etc.
− Alternate stretching, strength, and aerobic exercises.
ROLE OF ASSISTANT
•
•
•
•
Help teacher with organization.
Promote safety by redirecting
unsafe behaviors.
Move around area, supporting
student effort.
Provide feedback in regard to
form and cooperation.
VOLLEYBALL
TRANSITION
•
•
•
•
ACTIVITY #1
•
Circle Up
•
•
•
•
ACTIVITY #2
Hitting (Spike)
4-5th GRADE
LESSON 7
•
•
•
•
Students walk around activity area.
Call out a number from 1-10. As students hear number they move as quickly as
possible to form groups of that number.
Congratulate students who grouped quickly. Have students begin walking again.
Repeat activity 2-3 times and make 6 the last grouping number to form groups for
next activity.
Students form groups of 6, 1 volleyball per group, and position themselves in a
circle formation with 1 student in center of the circle.
Student in center has volleyball and begins with a set (overhead pass) to a
student on outside of circle.
Students outside of circle use a forearm pass to return volleyball.
Desired result is continuous movement of volleyball back and forth.
When volleyball is mis-hit, student in center is replaced. All students should have
opportunity to be in center.
•
Hit (Spike): Approach, Arm swing, Contact with open hand, Snap wrist, Follow
through.
Students should still be in circles from previous activity as they shadow skill as
you call out t cues in order.
Continue previous activity adding hitting (spike) into choices for outside students.
They may now choose to use forearm pass or hit (spike) to return volleyball to
center student.
All hits (spikes) must be at a controlled speed and not a kill shot.
Safety must be paramount here, as all students must watch volleyball and be
aware of need to move.
•
•
•
•
Help with set up and organization
of groups.
Move among groups providing
positive feedback about body
position, contact, footwork, and
follow through.
Demonstrate as needed.
Offer feedback in regards to form,
attention, and progress of skill
attainment.
Move among groups giving
positive feedback on all facets of
the skill, based on cue words.
VOLLEYBALL
4-5th GRADE
LESSON 7
ACTIVITY 3
•
Fancy Feet
•
•
Students maintain groups of 6, 1 volleyball per group. Groups position
themselves such that they have 2 lines of 3 which face each other.
Students pass volleyball from 1 line to next.
After passing volleyball, students move to end of their own line.
Challenge: How many consecutive hits can groups get in 30 seconds? 1 minute?
•
•
•
•
Assist students with organization.
Move around groups and provide
positive feedback.
Time groups as needed.
If game is changed or varied, help
students understand.
↔ Variation: Have students use overhead pass for 1 minute, then forearm pass, then
alternate.
↔ Variation: Have students run to end of other group’s line after contacting
volleyball.
COOL DOWN/
CLOSURE:
•
L7
L7
NASPE
NATL
Review Skill/Activity
TEKS
TEKS
STD
P.E.
Introduction
Introduction
1, 2, 3, 4, 5, 6
1, 2 4.1 AEFGK 4.2 ABD 4.3 AE 4.4 BH 4.5 A
1, 2 5.1 BCFKL 5.2 ABC 5.3 A
5.4 C
5.5 AD
•
Assist with equipment return
4.6 AB 4.7 ABCD
5.6 AB 5.7 ABC
VOLLEYBALL
4-5th GRADE
LESSON 8
LESSON OUTCOMES:
Demonstrate skill acquisition through participation in class
activities.
Apply previous knowledge of skills to game-like situations.
Combine skills to develop teamwork and use basic strategy.
EQUIPMENT
• 1 volleyball
for every 2
students
• 1 hoop for
every 3
students
• Nets and
courts
• Cones for “net
zone” set-up
ACTIVITY
(Time)
BEFORE CLASS SET UP:
Mark 30 X 30 area for tag games.
Place 14 hoops randomly around
area.
LESSON CONTENT
HEALTHRELATED
PHYSICAL
ACTIVITY #1:
•
•
Up Jack Tag
(10 Minutes)
•
•
•
Assign 1 “IT” for every 15 students. Each “IT” wears a pinnie.
Other students are scattered within game area. You may need a 30 X 30 area for
large classes.
On your signal, “IT” tries to tag as many students as possible. If tagged, a student
must leave the court and perform 10 jumping jacks before re-entering game.
Students are only safe from being tagged if they assume the up position of a
push-up when tagger approaches. If position is incorrect or “sagging,” “IT” can
tag that student and he or she must go to side and do jumping jacks.
“IT” is changed every 1-2 minutes.
ROLE OF ASSISTANT
•
•
Mark off activity area if needed.
Assist with choice of “IT” and pass
out pinnies.
If class is large, it may be better to
split into 2 games, and create 2
play areas.
VOLLEYBALL
4-5th GRADE
LESSON 8
HEALTHRELATED
PHYSICAL
ACTIVITY #2:
•
•
Hoops on the
Ground
•
ACTIVITY #1
Use this activity to develop coordination in a 3 contact offense.
Students concentrate on body position when contacting volleyball.
Have 3 students demonstrate a forearm pass, overhead pass, and hit (spike)
combination.
•
Assist with skill order and
performance.
Pass, Set, Hit
•
•
•
ACTIVITY #2
•
•
Brush-Up Play
•
Students form groups of 4, 1 volleyball per group. Divide 1 volleyball court into 3
sections with 3 groups per court.
1 group member, P1, is on 1 side of net with volleyball and remaining group
members, P2, P3 and P4, spread out across backline.
P1 slaps volleyball, P2 moves to middle back to receive toss from P1. P3 moves
into front middle or setting position, and P3 moves right and close to setter. This
will be the hitting (spiking) area.
P2, the passer, passes volleyball to P3, the setter, who sets volleyball to P4, the
hitter, who hits volleyball over net toward P1, the tosser. Repeat process until
each student has had 3 contacts in that position then rotate.
Assist with all student organization
and understanding of this drill.
Make sure the groups are staying
true to the spirit of the drill while
waiting for the slap of the
volleyball by the tosser.
•
•
•
ACTIVITY #3
•
4 vs. 4 Net
Zone
•
•
•
•
Place 14 hoops around area and have students in scattered formation.
On your signal, students move around area using motor skills you call out (walk,
jog, skip, hop, slide, etc.).
When you signal again, all students have 5 seconds to get to a hoop and place
their whole bodies inside it.
Take away 1 hoop and repeat. Continue until students cannot fit into hoops left.
Students form groups of 4 with 4 groups per court. There are 2 games on each
court. This may be adjusted based on class size and facilities.
Teams play a serve and pass game.
If needed, serve can take place inside of back line.
Volleyball must be hit 2 or 3 times before being returned to other side.
Side out or point is scored if there is an unsuccessful serve, mis-hit, less than 2
hits per side, or more than 3, or volleyball passes out of bounds.
•
•
•
•
Place hoops in no order within the
activity area.
Check groups and hoops.
Help students with set up.
Be available to answer questions
about scoring.
Compliment groups playing
cooperatively and enjoying
themselves.
VOLLEYBALL
COOL DOWN/
CLOSURE:
L8
L8
NASPE
NATL
4-5th GRADE
LESSON 8
•
Play continues for 4 minutes, then teams are rotated up if leading and down if
behind. If game is tied, use “Rock, Paper, Scissors” to determine which team
moves up or down.
•
Review Skill/Activity
TEKS
TEKS
STD
P.E.
Introduction
Introduction
1, 2
1, 2
1, 2, 3, 4, 5, 6
•
4.1
5.1
AEFGK 4.2 ABD 4.3 AE 4.4 BH
BCFKL 5.2 ABC 5.3 A
5.4 C
4.5 A
5.5 AD
Assist with equipment return
4.6 AB 4.7 ABCD
5.6 AB 5.7 ABC
VOLLEYBALL
4-5th GRADE
LESSON 9
LESSON OUTCOMES:
Demonstrate basic arm and body position for overhead pass,
forearm pass, underhand serve, and overhand serve through
participation in class activities.
Work cooperatively as a team playing volleyball related games.
Gain stronger volleyball skills through involvement with circuit
training.
EQUIPMENT
• 1 volleyball
for every 3
students
• Task Card
• Cones for “net
zone”
• Volleyball
nets/Courts
• Equipment for
circuit
ACTIVITY
(Time)
BEFORE CLASS SET UP:
Have stations for circuit pre-set
around gym area.
Instant Activity needs to stay out
of stations.
Have courts/nets already set up if
space allows. Otherwise, set nets
up as soon as circuit is finished.
LESSON CONTENT
HEALTHRELATED
PHYSICAL
ACTIVITY:
•
Volleyball
Circuit
(20 minutes)
•
•
•
•
Place 10 hoops around area for circuit stations, with equipment and a copy task
cards at each.
Have no more than 5-6 students at each hoop.
There are 10 stations, so any students who have not found a hoop should come
to you for assignment.
Refer to task card for descriptions of activities.
Students are rotated through stations every 2 minutes.
ROLE OF ASSISTANT
•
•
•
While teacher is getting class into
groups and at stations, make sure
equipment is correct and that task
cards are present.
Assist with skills needed at
particular stations.
Notice safety concerns and be
especially attentive to those
stations.
If students are too challenged at a
particular station, alter the activity
to meet their skill level.
VOLLEYBALL
ACTIVITY #1
•
Score for All
•
•
COOL DOWN/
CLOSURE:
•
Students form teams of 3 with 2 teams and 1 volleyball per court. “Net Zone” is
set up as needed.
1 team begins by serving from back court.
A point is scored only if volleyball is forearm passed, set and then hit by other
team. All 3 contacts must be legal. Hit (spike) has to hit floor in neutral area of net
zone court to count.
Each misplay signals rotation and new server.
•
Review Skill/Activity
L9 TEKS Introduction 4.1 AEFGK 4.2 ABD 4.3 AE
L9 TEKS Introduction 5.1 BCFKL 5.2 ABC 5.3 A
NASPE
NATL
4-5th GRADE
LESSON 9
STD
P.E.
1, 2, 3, 4, 5, 6
•
•
•
4.4 BH
5.4 C
4.5 A
5.5 AD
Help set up “net zone” courts.
Explain activity or scoring to
groups who appear to be having a
problem.
Commend good effort and
teamwork.
Assist with equipment return
4.6 AB 4.7 ABCD
5.6 AB 5.7 ABC
VOLLEYBALL
LESSON OUTCOMES:
Apply previous knowledge of volleyball skills to game-like
situations.
Contact volleyball with consistency and accuracy.
Respond appropriately to teacher, staff, and peers.
EQUIPMENT
• 1 volleyball
for every 3
students
• Cones/
Markers (60)
• Volleyball
nets/Courts
• Hula Hoops
(50)
ACTIVITY
(Time)
HEALTHRELATED
PHYSICAL
ACTIVITY:
Cone Drill
(10 minutes)
4-5th GRADE
LESSON 10
BEFORE CLASS SET UP:
HRPA: Circle 10 cones with 1 in
center.
Skill Development Drill: 5 hoops
on 1side of each court or “net
zone” area.
LESSON CONTENT
•
•
•
•
•
Students form groups of 12 with 13 cones/markers per group.
Set up large circle (10 giant steps from center cone outward) with cones/markers
having 1 cone in the middle of circle.
1 student stands at each cone around outside of circle.
On your signal, students run from their cones to inside cone, touch it, and then
return to their cones. Repeat to secure safety and correct movements.
On your next signal, students run to middle, touch cone and then move to next
outside cone to their right, back to middle cone, and so on, until they are back at
their first cones. Signal each move.
↔ Variation: Use different methods of movement (e.g., skip, jog, slide, hop).
ROLE OF ASSISTANT
•
•
•
Help students with set-up, if
needed.
Help those confused or not
understanding activity.
Focus on areas of concern for
safety.
Move constantly from group to
group offering reinforcement in
relation to skill, speed and
cooperation.
VOLLEYBALL
4-5th GRADE
LESSON 10
ACTIVITY #1
•
Circle of Power
•
Students form groups of 6 (split groups from previous activity), 1 to 2 volleyballs
per group. Each group positions itself in a circle formation.
Groups use forearm passes and overhead passes to keep volleyball moving for
30 seconds.
Challenge: Count number of consecutive, good passes. Compare with other
groups.
•
•
Help split groups into groups of 6.
Have equipment ready and
nearby.
Time activity as necessary.
↔ Variation: Add a second volleyball. See how many good hits each team can get
in 1 minute.
ACTIVITY #2
Hula Hoop
Targets
•
•
•
•
•
See diagram below.
Students form groups of 12 and partners are chosen within each group. Partners
position themselves on each side of net, 1 volleyball per pair.
Partners without volleyballs positions themselves on side of the net with 6 hoops
while partners with volleyballs positions themselves on other side of the net.
Object of game: to serve volleyball into hoop, using underhand or overhand serve.
If volleyball lands in hoop before hitting ground, server gets a point.
Server serves 5 times then partners change places.
•
•
Help set up.
Assist those with difficulty
understanding the concept.
Congratulate those who are
successful, and urge the others to
continue working toward the goal
of getting the volleyball in the
hoop.
↔ Variation: After using serve to move volleyball, have students use a forearm pass,
self-set, and hit (spike) to hoop.
ACTIVITY #3
Continuous
Volleyball
•
•
•
•
•
See diagram below.
Students form groups of 18 and then subdivide into groups of 6. 1 subgroup is off
court with 1 volleyball while other 2 subgroups are on court with 1 volleyball.
For 2 subgroups on court, each should be on 1 side of net. These 2 subgroups
play to 5 points. Subgroup leading stays on court and subgroup behind goes to
side.
Subgroup that starts off court gets into a circle and passes volleyball around until
time to go on court.
Movement on and off court should be fast to allow for as much game time as
possible.
•
•
•
Use “net zone” courts if nets are
not available.
Try to get each group on a net at
some point in game.
Help with organization.
Support teamwork among all
students, as there are no teams.
VOLLEYBALL
COOL DOWN/
CLOSURE:
•
After 3 minutes, change courts. Make sure teams that have been at net zone area
have access to court and net at least once during games.
•
Review Skill/Activity
L10
L10
NASPE NATL
4-5th GRADE
LESSON 10
STD
TEKS
TEKS
Introduction
Introduction
P.E.
1, 2,3, 4, 5, 6
1, 2 4.1
1, 2 5.1
•
AEFGK 4.2 ABD 4.3 AE 4.4 BH 4.5 A
BCFKL 5.2 ABC 5.3 A
5.4 C
5.5 AD
Assist with equipment return
4.6 AB 4.7 ABCD
5.6 AB 5.7 ABC
Appendix: Diagrams and Task Cards
LESSON 10 DIAGRAMS:
INSTANT ACTIVITY:
4
Set
3
2
Toss
1
1
2
3
ACTIVITY #2: Hula Hoop Target
ACTIVITY #3: Continuous Volleyball
Team 1
Team 3
Team 2